What's Required In order for a student to be educated in a nonpublic school, the student’s ARD/IEP committee must determine that the school district cannot provide the student with the special education instruction and related services necessary to meet the student’s unique needs and must identify a nonpublic school that can provide the student an appropriate educational program. Under 34 CFR §300.146 and 19 TAC §89.61, the school district is responsible for making sure students placed in or referred to nonpublic schools are provided with appropriate special education and related services. Texas Administrative Code § 89.61. Contracting for Residential Educational Placements for Students with Disabilities. Residential placement. A school district may contract for residential placement of a student when the student's admission, review, and dismissal (ARD) committee determines that a residential placement is necessary in order for the student to receive a free appropriate public education (FAPE). The school district has the following responsibilities when making a residential placement:
Before the school district places a student with a disability in, or refers a student to, a residential facility, the district shall initiate and conduct a meeting of the student's ARD committee to develop an IEP for the student in accordance with 34 Code of Federal Regulations, §§300.320-300.325, state statutes, and commissioner of education rules.
What We Do Central Placement ReviewClick to open the process map.
When a child who is already served in a self-contained classroom (minimum of 6 weeks) shows increasingly severe challenging behaviors that pose a threat to the safety of the student and/or other people despite the consistent implementation of the Behavior Support and Intervention Plan (BSIP) and other intervention supports, follow the Central Placement Review (CPR) request procedures below for out-of-district placement while continuing to thoroughly document problematic behaviors:
The Special Education Chairperson or case manager contacts the campus Licensed Specialist in School Psychology (LSSP) to request a formal behavioral consultation.
The assigned LSSP will conduct a thorough investigation of the behavioral concerns and recommend additional behavioral interventions to minimize the behavioral concerns with the assistance of the district's Behavior Program Specialist (for students with behavioral concerns) or the Autism Support Team (for students with autism). Note: Parental consent must first be obtained.
The assigned LSSP will complete a consultation report with the Behavior Program Specialist or the Autism Support Team to document the consultation findings and recommendations.
The campus staff will implement the recommended interventions and document progress.
If additional interventions fail to minimize the behavioral concerns and a CPR is warranted, the assigned Special Education Program Specialist will audit folder review to ensure all referral requirements indicated on the Central Placement Review Readiness Checklist are met.
The assigned LSSP and program specialist will forward the recommendation for CPR to the Area Schools Senior Manager for approval.
The Special Education Chairperson or case manager will complete the Placement Review Request Form and forward the completed CPR Request Form to the assigned LSSP for review and revision,
The assigned LSSP will email the completed CPR Request Form (in fillable PDF format)to the CPR mailbox at CPR@houstonisd.org. Note: Do not schedule for CPR if the student is not enrolled in the district or the required consultations have not been completed.
The CPR Committee members will review the submitted CPR Request Form and relevant documentations to determine if a CPR review is warranted.
The CPR Coordinator will notify the requestor of the decision of the CPR Committee within one week of submission.
If a CPR review is not warranted, the CPR Committee will provide additional intervention or placement options to address the presented behavioral concerns.
If a CPR review is warranted, the CPR Coordinator will send an email invitation to the relevant district and school personnel (Area Schools Senior Manager, Program Specialist, LSSP, school administrator, Chairperson, and the CPR Committee members) at least one week before the next available CPR date with time, location, and a meeting agenda.
The Chairperson or case manager will deliver the student’s special education audit folders (all folders for elementary students and the last two folders for secondary students) and a behavior folder (behavioral concerns and documentations) to the Office of Special Education Services at least five school days prior to the scheduled CPR date. Note: CPR appointment will be cancelled if required documents and folders are not received by the due date.
At least one teacher, case manager, and one administrator who work with the student must attend the CPR.
If an out-of-district placement is recommended, the CPR Coordinator will forward the CPR report with the review team’s recommendations to the Assistant Superintendent of Special Education Services for approval.
The Assistant Superintendent of Special Education Services will notify the CPR Coordinator, the Senior Manager of Special Education Operations/ Fiscal Management, the Senior Manager of Special Education Programs, and the SOAR Program Specialists of the approval.
The Senior Manager of Special Education Operations/Fiscal Management will assign a SOAR Program Specialist to coordinate the transfer.
The assigned SOAR Program Specialist will forward the referral documentations to the recommended facility for consideration to accept the student.
Once the facility indicates acceptance of the student, the assigned SOAR Program Specialist will contact the sending school to schedule a placement ARD/IEP meeting.
The receiving facility administrator or designee will be invited to participate in the placement ARD/IEP meeting.
The sending school will complete the ARD/IEP forms and necessary supplements before the placement meeting.
The receiving facility Program Specialist will review and revise, if necessary, the completed ARD/IEP forms and supplements before the placement meeting.
The receiving facility Program Specialist will facilitate the placement meeting.
The receiving facility Program Specialist will forward relevant documents to the Texas Education Agency (TEA) for approval.
The sending school will implement the student’s IEP until a nonpublic facility is approved by TEA. The campus LSSP and the district support personnel will assist the sending school to come up with a plan to address student needs while awaiting for transfer to the receiving facility.
Once TEA approval is received, the receiving facility Program Specialist will inform the sending school to order transportation.
The sending school will withdraw the student before the agreed upon start date for the transfer.
The receiving facility will enroll student on or before the agreed upon start date for the transfer.
The sending school will ensure that the cumulative records, immunization records, and student’s special education audit folder are sent to the assigned SOAR Program Specialist when the student changes schools.
The receiving facility will implement the new IEP and related services and document student progress.
The receiving facility Program Specialist will monitor the implementation of student IEP and related services at the facility.
The receiving facility Program Specialist will monitor student progress towards the reintegration goals within the estimated timeline.
Students Transferring into the District Requesting an Out of District Nonpublic Placement
The student must enroll at the zoned school in the district.
The home campus will request the student’s previous records (IEP and other records relating to the provision of special education and/or related services).
The Special Education Senior Manager will notify the Senior Manager of Special Education Operations/Fiscal Management of the transfer student requesting a nonpublic placement.
A SOAR Program Specialist will be assigned within 24 hours of notice to facilitate the placement with the nonpublic facility.
The Special Education Program Specialist will work with the home campus of the student to verify that the student was receiving special education services in the previous LEA.
The home campus in conjunction with the Special Education Program Specialist will adopt or develop an IEP for the student.
The adopted/developed IEP will be forwarded to the SOAR Program Specialist.
The SOAR Program Specialist will contact a nonpublic facility to review the adopted/developed IEP for placement acceptance within 48 hours of the receipt of the adopted/developed IEP.
The SOAR Program Specialist will work with the home campus and the Special Education Program Specialist in setting up an ARD for the nonpublic placement within 5 school days of the acceptance.
The placement ARD will be conducted at the nonpublic facility.
The receiving facility administrator or designee will be invited to participate in the placement ARD/IEP meeting.
The home campus will complete the ARD/IEP forms and necessary supplements before the placement meeting.
The SOAR Program Specialist will review and revise, if necessary, the completed ARD/IEP forms and supplements before the placement meeting.
The SOAR Program Specialist will facilitate the placement meeting.
The SOAR Program Specialist will forward relevant documents to the Texas Education Agency (TEA) for approval.
The home campus will implement the student’s IEP until a nonpublic facility is approved by TEA.
Once TEA approval is received, the SOAR Program Specialist will inform the home campus to order transportation (transportation request can become effective in 1-5 school days).
The home campus will withdraw the student before the agreed upon start date for the transfer.
The receiving facility will enroll student on or before the agreed upon start date for the transfer.
The home campus will ensure that the cumulative records, immunization records, and student’s special education audit folder are sent to the SOAR Program Specialist when the student changes schools.
The receiving facility will implement the new IEP and related services and document student progress.
The SOAR Program Specialist will monitor the implementation of student IEP and related services at the facility.
The SOAR Program Specialist will monitor student progress towards the reintegration goals within the estimated timeline.
Reintegration Process
Texas Education Agency approved Non Public Schools where HISD students are placed are collectively named SOAR. The Office of Special Education Programs assigns Special Education Program Specialists to review and monitor placement of students with significant disabilities in SOAR campuses.
The SOAR Program Specialist will monitor the student’s progress in the IEP to determine readiness for reintegration to a HISD campus.
The SOAR Program Specialist will contact the student’s parent(s) to review IEP progress and to discuss consideration for returning to an HISD campus.
The SOAR Program Specialist will contact the zoned campus Principal, Special Education Department Chairperson, Special Education Senior Manager, and Special Education Program Specialist, to review IEP progress for a student being considered to return to an HISD campus.
The SOAR program specialist will take the following actions:
Schedule a site visit to the Non Public School for HISD Special Education Senior Manager, Special Education Program Specialist, Campus Principal, and Campus Special Education Department Chairperson to observe the student and consult with Non Public School staff regarding the student’s readiness to return to HISD campus.
Facilitate a site visit for Non-Public School staff to the HISD campus considered for the student’s reintegration to observe the proposed placement and to consult with HISD staff.
Facilitate a site visit for the parents to the HISD campus considered for the student’s reintegration to observe the proposed placement and to consult with HISD staff members.
Schedule a meeting with the Special Education Senior Manager, Special Education Program Specialist, Principal, Special Education Department Chairperson, and Non Public School Administrator/Designee to review and discuss the observations of the site visits and to make a recommendation for reintegration.
Schedule a meeting with the parent(s) to review and discuss the observations of their site visits.
Schedule a meeting with appropriate Non Public School and HISD personnel to draft a reintegration plan and timeline for implementation.
Schedule and conduct an Admission, Review and Dismissal /Individual Education Program (ARD/IEP) meeting to discuss the student’s IEP progress, reintegration plan and implementation timeline.
The Reintegration team will consider the following upon returning a student from a Non Public School to a HISD Campus
Student Enrollment
Enroll on HISD Campus: Student attends the district campus for 60% or more of the time or receives instruction in 3 or more of the core courses within the district
Remain on SOAR Campus: Student attends a Non Public School for 60% or more of the time or receives instruction in 2 or less of the core courses on HISD campus.
Transportation
Special Education Department Chairperson of the campus of enrollment will request transportation.
Monitoring
The Special Education Program Specialist and SOAR Program Specialist will jointly monitor the student’s progress if reintegration on a district campus is less than 100% of the time.
The Special Education Program Specialist will monitor the student’s progress if reintegration is on a district campus 100% of the time. The Special Education Program Specialist will update the SOAR Program Specialist on the student’s progress.
Grading and Reporting
If the student is enrolled at the Non Public School, the assigned HISD classroom teacher (s) will update the student’s profile, annual goals and objectives (academic and behavior) for each class taught at a district campus. Progress reports and grades for classes (courses) taught at the district campus will be sent to the Non Public School Administrator. The HISD campus registrar will develop the student’s transcript.
What's Required
In order for a student to be educated in a nonpublic school, the student’s ARD/IEP committee must determine that the school district cannot provide the student with the special education instruction and related services necessary to meet the student’s unique needs and must identify a nonpublic school that can provide the student an appropriate educational program. Under 34 CFR §300.146 and 19 TAC §89.61, the school district is responsible for making sure students placed in or referred to nonpublic schools are provided with appropriate special education and related services.
Texas Administrative Code § 89.61. Contracting for Residential Educational Placements for Students with Disabilities. Residential placement. A school district may contract for residential placement of a student when the student's admission, review, and dismissal (ARD) committee determines that a residential placement is necessary in order for the student to receive a free appropriate public education (FAPE).
The school district has the following responsibilities when making a residential placement:
What We Do
Central Placement ReviewClick to open the process map.
When a child who is already served in a self-contained classroom (minimum of 6 weeks) shows increasingly severe challenging behaviors that pose a threat to the safety of the student and/or other people despite the consistent implementation of the Behavior Support and Intervention Plan (BSIP) and other intervention supports, follow the Central Placement Review (CPR) request procedures below for out-of-district placement while continuing to thoroughly document problematic behaviors:
Students Transferring into the District Requesting an Out of District Nonpublic Placement
Reintegration Process
The SOAR program specialist will take the following actions:
The Reintegration team will consider the following upon returning a student from a Non Public School to a HISD Campus
Student Enrollment
Transportation
Monitoring
Grading and Reporting
Forms
Resources
Guidance for Out of District Placement